Science Weekly #22

Sharing excellence in science from Horn! 2015-16

We are scientists and scholars!

This is a weekly newsletter to highlight exemplary science instruction, student work, writing tips, upcoming TEKS, current science news, and more!

NEW UNIT Organisms & Environments starts NEXT week!!!

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Week of February 22-26-start of NEW unit

Kinder Living/Non-Living Things 1 week

The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:

℗K.9A differentiate between living and nonliving things based upon whether they have basic needs and produce offspring

Notes to Teacher:

*Many students only use the ability to move as a criterion for life. Some believe fire, wind, clouds, and the sun are alive because they move.

1st Plant Parts 1 week

I know that plants have parts that have specific functions.

1.10B identify and compare the parts of plants

The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.

Notes to Teacher:

*Because students see Plant Food at a store, they think that plants need to be fed. Mineral nutrients are not food for plants.

*Students think plants get their food from the environment rather than manufacturing it internally, and that food for plants is taken in from the outside. This misconception is particularly resistant to change. Even after traditional instruction, students have difficulty accepting that plants make food from water and air, and that this is their only source of food.

2nd Basic Needs 1 week

The student knows that living organisms have basic needs that must be met for them to survive within their environment.

The student is expected to:

2.9A identify the basic needs of plants and animals

Notes to Teacher:

*Students should know that all living things have basic needs to help them survive.

3rd Environments 2 weeks

The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

℗ 3.9A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem

℗ 3.9C describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.

4th Producers, Consumers, & Food Webs 2 weeks

The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:

4.9A investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food

℗4.9B describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest

Previous Grades SE (Tested on STAAR)

3.9A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem.

Notes to Teacher:

*In a diagram of food chains or food webs the arrows represent the flow of energy. The arrow’s head should point the organism receiving the energy. Example: Grass  Rat  Snake  Owl

*Students do not have to know decomposers as a part of the community of living things.

*Usually a food chain begins with producers harvesting energy from the sun. From there the energy is passed from producers to consumers: herbivores, carnivores, and omnivores.

Horn's Science Lead Teachers 2015-16

K- Marsh

1- Goodman

2- Oldmixon

3- Adams

4- Vega

STEM Science Block-Shipley

Important Links

Quick links to sign in to
STEMscopes and National Geographic:

username: T your ID number
password: same as username

National Geographic
password: password DO NOT CHANGE!!
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What are the 5Es?? How do I use them for science?!

More resources are also in the common and Google in a folder under "Grade Level Resources".

Per every Alief curriculum guide

It is a district expectation that Alief classrooms will implement with fidelity the use of:

*inquiry-based approach to hands on science and literacy

*quality questioning grounded on Webb’s Depth of Knowledge (DOK)

*formative assessments to monitor understanding and ensure students are on-track to master grade-level TEKS

*language objectives and ELPS strategies that are aligned to science TEKS

*collaborative strategies to promote structured student conversations and scientific argumentation

*academic vocabulary development strategies such as Thinking Maps, vocabulary games, and interactive science word walls

*technology integration to prepare 21st century students for a global society